GA anh 7 kỳ 2 soạn theo hướng phát triển năng lực

Period: 55 Unit 7: TRAFFICLeson 1: Getting started – Monday in the playgroundI. Objectives.By the end of the lesson, Ss will be able to know some words, phrases related to traffic topic. The usage of “How” to ask about means of transport.II. Teaching aids: Projector.III. ProcedureSs’ and T’s activitiesContents1. Warm up. T introduces the topic “ Traffic” Ask: How By what means do you go to school every day?On foot? By bicycle? By bus? On your parents’ motorbike… What means of transport is faster? What mean is safer? What means do you like most?Why? What can you see on the way to school every day? Who are Mai and Oanh? What may they talk about?+ Play the recording. Ss listen and read.2. Activities.1a: Ss work independently or in pairs to choose the correct answer to the questions. T then checks their answers, and gives explaination if necessary.b Ss work in pairs. T lets them check the answers in pairs or groups, then gives the keys. If there’s time, call some pairs to read the questions and give answers.C Colloquial expressions.Tell Ss to refer back to the conversation to find the phrases. Ss practise saying them together ( T plays the recording again if necessary). Explain the meaning to the Ss, then give some examples.d. Ask Ss to roleplayer the short conversations in pairs before creating their short roleplays. More able Ss can try to extend the conversation.2. Ss work in pairs and write the means of transport under the right pictures. Then T lets Ss read each word correctly. Check and correct their pronunciation.3. Ss work individually to do the task, and write their answers in their notebooks. T checks their answers.4. Let Ss stand up and go round the class to ask everyone the question:Ss have to take notes, and then some of them report their result to the class.3. HomeworkLearn new words and phrasesPrepare A closer look 1.1. Getting starteda. Choose the correct answer.1. B 2. A 3. B 4. Cb. Answer the following questions.1. She played with her brother stayed at home.2. It’s about 2 kilometers.3. She usually goes to school with her dad.4. Because sometimes there are traffic jams5. She goes to school by bike.c. Can you find the following in the conversation? Do you know what they mean?1. to have someone’s attention.2. when you strongly support or agree with something.3. very excited and keen to do something.d. Work in pairs. Make short roleplays with the expressions above. Then practice them.Example: How about cycling to school with me tomorrow? Great idea2. Means of transport.Write the words using the first letter given.1. bike bicycle2. bus3. plane4. boat5. ship6. train7. motorbike8. car3. Match a verb on the left with a means of transport on the right. There may be more than one correct answer.1. ride a bike 2. drive a car 3. fly by plane 4. sail on in a boat5. get on get off a bus a train a bike a motorbike.4. Find someone in your class who never. How often do you walk to school go to school by bus…? Do you (often walk to school go to school by bus?

Period: 55 Unit 7: TRAFFIC

Leson 1: Getting started – Monday in the playground

- T introduces the topic “ Traffic”

Ask: How/ By what means do you go to

school every day?

On foot? By bicycle? By bus? On your

parents’ motorbike…

- What means of transport is faster? What

mean is safer? What means do you like

most?Why?

- What can you see on the way to school

every day?

- Who are Mai and Oanh?

- What may they talk about?

+ Play the recording Ss listen and read

2 Activities.

1-a: Ss work independently or in pairs to

choose the correct answer to the questions

T then checks their answers, and gives

explaination if necessary

b- Ss work in pairs T lets them check the

answers in pairs or groups, then gives the

1 Getting started

a Choose the correct answer.

1 B 2 A 3 B 4 C

b Answer the following questions.

1 She played with her brother/ stayed at home

2 It’s about 2 kilometers

3 She usually goes to school with her dad

4 Because sometimes there are traffic jams

5 She goes to school by bike

c Can you find the following in the conversation? Do you know what they mean?

1 to have someone’s attention

2 when you strongly support or agree with something

3 very excited and keen to do something

d Work in pairs Make short role-plays

keys If there’s time, call some pairs to

read the questions and give answers

C- Colloquial expressions

Tell Ss to refer back to the conversation to

find the phrases Ss practise saying them

together ( T plays the recording again if

necessary) Explain the meaning to the Ss,

then give some examples

d Ask Ss to role-player the short

conversations in pairs before creating their

short role-plays More able Ss can try to

extend the conversation

2 Ss work in pairs and write the means of

transport under the right pictures Then T

lets Ss read each word correctly Check

and correct their pronunciation

3 Ss work individually to do the task, and

write their answers in their notebooks T

checks their answers

4 Let Ss stand up and go round the class

to ask everyone the question:

Ss have to take notes, and then some of

them report their result to the class

3 Homework

-Learn new words and phrases

Prepare A closer look 1

with the expressions above Then practice them.

Example: - How about cycling to school with me tomorrow?

3 Match a verb on the left with a means

of transport on the right There may be more than one correct answer.

1 ride a bike 2 drive a car

3 fly by plane 4 sail on/ in a boat

5 get on/ get off a bus/ a train/ a bike/ a motorbike

4 Find someone in your class who never.

- How often do you walk to school/ go to school by bus…?

- Do you (often walk to school/ go to school by bus?

Period: 56 Unit 7: TRAFFIC

Lesson 2: A closer look 1

- Brainstorm the Ss: let them give all road

signs they see every day on the way to

school, or elsewhere, and all the words

they know related to the topic of traffic

and transport Encourage them to say out

as many words as possible

2 Activities.

VOCABULARY

1 Ss work in pairs to talk about the

meaning of the road signs, then write out

their answers

2 Ss work individually to label the road

signs in 1 with the words/ phrases

Look out: There are usually three kinds of

signs: informative, prohibitive, and

warning

I- Vocabulary ROAD SIGNS

1 Have you seen these road signs? Talk about the meaning of the signs below with a partner.

2 Label the signs in 1 with the words/ phrases below.

1 trafic lights 2 no parking

3 no right turn 4 hospital ahead

5 parking 6 cycle lane

7 school ahead 8 no cycling

- Signs in blue are usually to give information.

3 Let Ss work in pairs and talk about the

traffic signs they see on the way to school

( or else) T goes around and gives

assitance if necessary, and check their

answers

PRONUNCIATION

4 First, T give examples of the sounds

/e/, /ei/ Let Ss practise the sounds

together Ask Ss to observe the T’s mouth

and listen to the teacher for these two

sounds carefully Play the recording and

let Ss listen and repeat as many times as

required Correct their pronunciation

5 Play the recording 2 or 3 times Help Ss

distinguish the sounds /e/ , /ei/ and

recognize all the words with the two

sounds, then underlined them as assigned

6 Refer back to the page 8 Ask Ss to find

all the words having sounds /e/, /ei/

3 Homework

-Learn new words and phrases

Prepare A closer look 2

3 Work in pairs Discuss which of the signs you see on the way to school

II- PRONUNCIATION /e/ /ei/

4 Listen and repeat Pay attention to sounds /e/, /ei/

/e/: left, ahead, present, helicopter, centre, never, seatbelt

/ei/: plane, way, station, train, indicate, mistake, pavement, break

5 Listen to these sentences carefully Single-underline the words with sound /e/, and double-underline the words with sound /ei/

/e/: 1 ever /ei/: break, way

2 very railway, station

3 0 always, obey, safety

Lesson 3: A closer look 2

Chatting: You have already learned it as

the formal subject to indicate time and

weather, climate,…In this unit, it appears

to indicate distance

2 Activities

GRAMMAR

It indicating distance

- T explains, then give example

1 Let Ss work by themseves and write

down the sentences T observes and help

when and where necessary After that ask

some Ss to read their sentences T corrects

Ss’ mistakes

2 Ss work in pairs They ask and answer

qustions about distances in their

neighbourhood, following the example

Encourage them to talk as much as

possible T corrects their answers, and

their pronunciation and intonation

2 It is about 5 km from my home village

to the nearest town

3 It is about 120 km from Ho Chi Minh toVung Tau

4 It is about 384,400 km from the Earth tothe Moon

5 It is not very far from HaNoi to Noi Bai Airport

2 Work in pairs Ask and answer questions about distances in your neighbourhood.

Example:

A: How far is it from your house to

form for all persons It is used to discribe

an action, a habit or a state that happened

regularly in the past, but does not happen

now

3 Ss work independently, writing down

the answers Then let them work in groups

to check and say out the sentences T goes

round giving help when and where

necessary Some Ss may write their

answers on the boards Other Ss give

comments and T give corrections

4 Let Ss work individually to rewrite the

sentences in their notebooks

While Ss do their task, T goes round to

monitor the whole class When Ss finish

their task, call some to read out their

sentences Let others give comments, T

corrects mistakes if necessary

Example: There used to be many trees on the street, but now there are only shops.Form:

(+) S + used to + V(-) S + didn’t use to + V(?) Did + S + use toWatch out: In questions and negative sentences, the final “d” in used is dropped

3 Complete the sentences with used to

or use to and the verbs in the box below.

be ride play go feel

1 used to ride

2 used to be

3 used to go

4 Did…use to play

5 did… not use to feel

4 Rewrite the sentences using used to.

1 My mum used to live in a small village when she was a girl

2 There did not use to be (as) many vehicles on the road

3 We used to cycle to school two years ago

4 Now there are more traffic accidents that there used to be

5 Ss work in groups They take turns to

ask and answer questions Then T may ask

some Ss to report their result to the class

One S may report to the class

- Pre- teach vocabulary.

- First, have Ss read the new vocabulary

after the teacher saying that they will

appear in the task that follow Explain

their meaning

1: Ss work in groups and give the names

of the five countries

2 Play the recording Ss listen carefully

and check their answer to 1 Then T gives

the correct answers

- Play the recording again Let Ss

complete the table by themselves, then

share their answer with a partner T goes

round the class to give support if

necessary

3 Ss work in pairs, discussing to find one

false driving law

T may ask the question: Which one do you

think seems most unreasonable? Then let

Ss think and give the answer

4 Ss work in groups and dis cuss the laws

in 3 and put them in order from the

strangest ( N01) to the least strange ( N05)

T may ask Ss to explain why

Laws: luật, phép tắcReverse: đảo, nghịch, lùi xeRight-handed: thuận tay phải

II- Practice 1: Look at the flags of some countries Give the names of these countries.

Reasons this happened:

1 some countries used the same system asUK

2 many people are right-handed ( so on the left-hand side, it is easier for them to use a sword or something when they are

on horseback – in the past)

3 Look at the strange driving laws below Five of them are true, but one is false In pairs, can you find the fasle driving law?

- “In France, you can only reverse your car on Sundays” This sentence is false!

4 Now, work in groups Discuss the laws and put them in order from the trangest (1) to the least strange (5)

3 Homework

- Do exercise part C workbook

Prepare: Skills 1

The groups may have different results

Period: 59 Unit 7: TRAFFIC

Lesson 5: Skills 1

I Objectives.

By the end of the lesson, Ss will be able to read for specific information abouttraffic rules/ laws Talk about obeying traffic rules/ laws, and how to use the roadsafely

II Teaching aids:

- Projector

III Procedure

1 Warm up

- Chatting: Look at the picture What can

you see in the picture?

2 Activities.

READING

1 T tells Ss to look at the picture and say

why it is dangerous

Example: It is dangerous to ride a

motorbike on the pavement

2 Ss work in pairs to do the matching T

checks their results

3 Answer the following question.

- not pay attention

- not look around

Then T asks Ss which they can see in the

picture in 1

3 Ss work in group Tell them to answer

the question:

When you are a road user, what should

you Not do?

Then they make a list to compare with

other groups

T may give some cues: not pay attention,

not look around, go in red light,…

4 Tell Ss to read the passage two or three

times Set a strist time limit to ensure Ss

read quickly for specific information

Explain the new words and clarify

anything difficult T may ask questions to

see if Ss understand the passage

5 Ask Ss to read the passage again, than

they work with a partner to answer the

questions

Speaking

6 Ss do the class survey After that call

some Ss to report to the class

7 Allow some time for Ss to read

individually Then they work in groups to

discuss who is using the raod safely, and

who is acting dangerously, and give

5 Answer these question.

1 We should cross the street at the zebra crossing

2 He/ She must always fasten the seabelt

3 No, He/ She shouldn’t Because it is dangerous.( He/ She may cause an accident.)

4 We must give a signal

5 Because the other road users can see them clearly and avoid crashing into them

II- Speaking

6 Class survey Ask your classmates the question.

How do you go to school every day?

+ Make a list of the means of transport that

is used the most, and use the least

7 Read the following sentences In groups, discuss who is using the road safely, and who is acting dangerously Give reasons.

6 dangerously ( She may have an accident

if something happeneds unexpectedly.)

Period: 60 Unit 7: TRAFFIC

2 Activities.

LISTENING

1 Ss work in groups They study the

picture and answer the tow questions

2 Tell Ss to look at the newspaper

headline and check their answers

3 Play the recording one or two times

Ask Ss to listen carefully and circle the

correct answers

WRITING

- What do you think about traffic

problems in big cities in Viet Nam are

4 Have Ss look at the pictures, read the

pgrases and tick the problems

Then Ss write full sentences Call some Ss

to write on the board Others give

comments T gives corrections

5 Tell Ss to study the sentences they have

written, then practise writing the

paragraph

Tell Ss to use proper connector: first/

firstly, second/ secondly, ……and pay

attention to spelling and punctuation

- Collect some Ss’ writing papers and

mark them, then give comments to the

- There are too many vehicles ( on the road)

- Many roads are narrow and bumpy

- There are traffic accidents every day

- Many young children ride their bikes dangerously

5 Write a paragraph about the traffic problems where you live, or in a town, or

a city you know well Use the cues above, and the following outline.

3 Homework

- Do exercise workbook

- Prepare: Looking back

suggestion)

Period: 61 Unit 7: TRAFFIC

Lesson 7: looking back + Project

I Objectives.

By the end of the lesson, Ss can use what they have learnt during the unit to helpthem answer the questions Ss need to see how for they have progressed, and whichareas need further practice

II Teaching aids:

1 Ss do this task individually to write the

meaning below each sign T corrects their

mistakes and lets them read the words

1 Traffic lights 2 School ahead

3 Hospital ahead 4 Cycle lane

5 Parking 6 No parking

7 left turn only 8 No cycling

signs into the correct boxes.

1 Let Ss work in pairs Tell Ss to write

the answers in their notebooks T

checks their answers

GRAMMAR

3.Have Ss work in pairs or in groups and

write their answers in their notebooks T

checks their answers

4.Ss work individually first to write the

sentences Then they work in pairs to

swap their sentences T gives correction

and calls some Ss to read the sentences

aloud

Prohibition signs: 6,8Warning signs: 1,2, 7Information signs: 3,4,5

2 Write the names of means of transport

in the word web below Then draw lines joining the correct verbs to the transport.

- Suggestion: bicycle, motorbike, car, bus, taxi, train, plane, boat, ship…

II- Grammar

3 Change the sentences according to the prompts in brackets.

1 Did you use to go to school on foot?

2 Mr Van didn’t use to ride his motorbikedangerously

3 Did the streets use to be cleaner and more peaceful?

4 I used to go out on Sundays

5 They didn’t use go to on holiday together

4 Write sentences using these cues.

1 It is over 100 km from my home-town

to HCM city

2 It is about 25 km to my grandparents’s house

3 I used to ride a small bike in the yard before my flat

4 There used to be a bus station in the citycentre, but it was/ has been moved to the suburbs

5 Children must learn about road safety before they are allowed to ride a bike on

5 Ss read the questions and answers once

or twice ( they can read alound), then

match them.Ss work in pairs and role-

play the questions and answers, then write

all sentences in their notebooks

Finished!

Finally ask Ss to complete the

self-assessment Identify any difficulties and

weak areas and provide further practice if

need be

PROJECT

1- Ss work in groups

3 Homework

- Make some traffic signs of your own out

of paper, cardboard or other materials

- Prepare: Unit 8- Getting started

Finish! Now I can…

Talk about road signs and means of transport

Use it to talk about distanceUse used to to talk about a past habitWrite a paragraph about traffic problems

Period: 62 Unit 8: Films

Lesson 1: Getting started ( What film shall we see?)

I Objectives.

By the end of the lesson, Ss will listen and read about topic” What film shall wesee?” Use the lexical items related to the topic “ Films”

II Teaching aids:

- Projector

III Procedure

1 Warm up

- Write the title on the board “Films”

Elicit any information Ss know about

films by asking about types of film they

know, the latest films they have seen, their

favourite films and film stars

- What the picture might show or what the

conversation might be about

2 Activities.

1 Ask Ss questiona about the picture:

- Where are Phong and his sister Mai?

What might be happening to them? What

are thet doing? What are they talking

about?

- Can you guess what kind of films Phong

and Mai would like to see

- Have you ever gone to see a film with

your brothers/ sisters? When and where?

What film did you see then? How did you

feel then?

- Plat the recording Ss listen and repeat

I- Getting started

1 Listen and read

a Read the conversation again and and answer the questions.

1 b 2 a 3.a 4 c 5 b

a First, have Ss work independently

Then allow them to share answers before

discussing as a class

b First, Ask Ss not to look at the book

and try to remember what questions Mai

asks Duong about the film they are going

to see Then let Ss open their books and

check their answers

2 Have Ss quickly match the types of

film with their definitions Then play the

recording for Ss to check their answers

- Do you often see a sci-fi/ horror

film… ?

3a Have Ss work independently, filling in the table with the information of the film they have seen recently Remind them to use the words and phrases they have learnt in 2 and from the conversation in 1 b First, model this activity with a more able Ss Then ask Ss to work in pairs T may go around to help weaker Ss Call some pairs to practice in front of the class 3 Homework b Find the questions in the conversation that ask about Coconut Crazy Then listen, check and repeat the question. a What kind of film is it? b Who does it star? c What is it about? d What do critics say about it? 2 Match the types of films with their definitions Then listen, check and repeat. 1 d 2 f 3 a 4 c 5 b 6 e 7 h 8.g 3a Think of a film Fill in the blank below. Type of film………

Actors/ stars………

The plot………

Reviews………

b In pairs, interview each other and try

to guess the film.

Example:

A: What kind of film is it?

B: It’s an action film A: Who does it satr?

B: It stars Daniel Craig

A: What is it about?

- Listen and read the getting started again

- Prepare: Unit 8- A closer look 1

B: It’s about a spy called 007

A: Is it Skyfall?

B: Yes!

Period: 63 Unit 8: Films

Lesson 2: A closer look 1

Chatting: Do you know the adjectives

which are often used to describe films?

2 Activities

VOCABULARY

1 First, hace Ss work independently

Then, ask them to share their answers

with one or more partners With weaker

class, ask for translation of some

adjectives in the box to check their

understanding Ask Ss to make some

examples with the adjectives they have

learnt

I- Vocabulary

1 The following are adjectives which are often used to describe films Can you add some more?

1 hilarious 2 moving

3 boring 4 gripping

5 shocking 6 scary

7 violent 8 entertaining

* Remember: -ed and –ing adjectives

2 Complete the table with the –ed and –

Remember: -ed and – ing adjectives

Ask Ss to study the Remember Box

2 Have Ss compare the table individually

Then have some Ss write their answers on

the board before checking with the whole

class

3 Ask Ss to do the exercise individually

and then check with the whole class

When checking, ask Ss to refer to the

Remember Box to make the meanings of

the adjectives clearer to them

2 (a+b) First, model this activity with

some more able Ss Then, ask Ss to

work in pairs T may go around to help

weaker Ss Call some pairs to practise

in front of the class

PRONUNCIATION

5 T models the sounds /t/ /d/, and /id/ in

different words with the ending –ed Play

the recording and ask Ss to listen and

repeat the words, paying attention to the

sounds /t/, /d/, and /id/ at the end of each

word T may play the recording as many

times as necessary Then, ask Ss to put the

words in the correct columns while they

listen Ss compare their answers in pairs

T checks

Remember: Ask Ss to look at the rules in

ing forms of the adjectives.

Example: I felt terrified before my last Maths test

4b Now use –ing adjectives to describe these things and experiences in your life.

Example: The last film I saw was called Norwegian Wood It was really moving

II- Pronunciation

5 Listen and repeat the verbs Pay attention

to the sounds /t/, /d/, and /id/ at the end of each verb.

watcheddancedwalked

waitedneededhated

playedboredclosed

the remember Box Tell them the rules of

pronunciation

6 First, model this activity with a more

able Ss Then ask Ss to work in pairs T

may go around to help

- Call some pairs to practice in front of

the class T checks pronunciation

B: No, he didn’t He laughed a lot

Period: 64 Unit 8: Films

Lesson 3: A closer look 2

I Objectives.

By the end of the lesson, Ss will use although, despite, and in spite of to expresscontrast between two prices of information in the same sentence Use however andnevertheless to express contrast between two sentences

II Teaching aids:

- Projector

III Procedure

1 Warm up

Chatting: We are going to learn about

although, despite/ in spite of; however/

nevertheless

GRAMMAR Although, despite/ and in spite of

We use although, despite/ in spite of to

2 Activities

Grammar

Although, despite/ and in spite of

- Ask Ss to study the Grammar Box Draw

Ss’ attention to the meaning and use of

although, despite, and in spite of by

analysing the examples in the grammar

Box Then ask some more able Ss to give

some more examples

- For 1,2and 3, tell Ss what they should

do Ask Ss to do the grammar exercises

individually Remind them to look back to

the Grammar Box and use a dictionary if

necessary Then have Ss compare answers

in pairs before checking with the whole

class

However and nevertheless

Ask Ss to study the Grammar Box Draw

Ss’ attention to the meaning and use of

however and nevertheless by analysing

the instruction and examples in the

Grammar Box Then ask some more able

express contrast between two pieces of information in the same sentence We use although before a clause and despite/

in spite of before a noun or a phrase.

1 Complete the sentences Use although + a clause from the box.

1… although few people came to see it

2 Although they spent a lot of money on the film

3 Although the acting is exellent

4 ….although it was a comedy

5 …although it is set in modern times

2 Complete the sentences, using although, despite/ in spite of

Sometimes, two answers are possible.

1 Although 2 despite/ in spite of

3 although 4 Despite/ In spite of

5 Although

3 Rewrite these sentences using the words in the brackets Change other words in the sentence if necessary.

1 I don’t think… although he is…

2 Although many…, …

3 Despite having to work…,…

4 Although he has….,…

5 In spite of (having) a happy ending,…

However and nevertheless.

We also use however and nevertheless to express contrast between two sentences

We usually use a comma after them.

4 Complete the sentences…

Ss to give some more examples.

4 Tell Ss what they should do Ask Ss to

do the grammar exercise individually

Remind them to look back to the

Grammar Box and use a dictionary if

necessary Then Ss compare answers in

pairs before checking with the whole

class

5 Read the instructions

Ask Ss to do the exercise individually,

using their own ideas to write sentences

Then have them work in pairs, comparing

- What kind of films you like to see? Who

are your favourite actors/ actresses?

- Today, we are going to do an interview

with your classmate about films Please

think of the questions you may ask your

friends in your interview with them

2 Activities

- Translate the meanings of the words in

extra vocabulary

1 Ask Ss to look at the picture and read

the conversation and guess what the

missing words from the blanks may be T

plays the recording and lets Ss check their

guesses Play the recording again for Ss to

check the answers

2 Ask Ss to work in group of six or eight,

asking their group members one set of

questions Remind them to write the

names of names of the people they

interview and note the answers in the

table

3 T has Ss make notes of their survey

result, using the suggestions in Student’s

book T may have them practice reporting

the results of their surveys in pairs or in

groups

4 Ask Ss to join another group, reporting

the results of their survey to the new

members Choose some Ss to report the

results of their interviews before the

whole class After each S has finished

his/her report, T invites some comment

from other Ss Then T makes comments

I- Extra vocabulary

survey: cuộc khảo sát

go ahead: cứ làm đi, cứ tự nhiênviolence: có nhiều cảnh bạo lực

1 Listen to the conversation and fill in the blanks with the words you hear.

1 survey 2 actor 3 Tom Cruise

4 actrwess 5 Angelina Jolie

2 Work in groups of six or eight Each

of student chooses one of the following sets of survey questions.

- Survey on favourite actors

- Survey on the best films

- Survey on action films

- Survey on cartoons

3 Make notes of your results.

- Most people I have surveyed…

- About half of the people I have surveyed

- Almost no one I have surveyed…

4 Join another group Report your results to those group members.

and corrects Ss’ mistakes.

3 Homework

- Do exercise part C in workbook

- Prepare: Unit 8- Skill 1

Period: 66 Unit 8: Films

- Have you ever seen this film?

- Do you know who actor and actress

in the picture are?

- Do you like him/her? Why/ Why

not?

2 Activities

READING

1- Ask Ss to scan the passage to find

where the words sinking, must-see,

special effects, and visuals are in the

I- Reading

1 Read Nick’s review of the film Titanic

on his blog Then find and underline the words from the box below What do they mean?

sinking: (sự) chìm, sự đánh chìmmust-see: bộ phim hấp dẫn cần xemspecial effects: kỹ xảo đặc biệt, hiệu ứng đặc biệt

passage T may help Ss work out the

meanings of these words out of the

context

2- T may set a longer time limit for Ss to

read the text again and answer the

questions Ask Ss to note where they

found the information that helped them to

answer the questions Ss can compare

answers before discussing them as a class

SPEAKING

3- First, ask Ss to read every film poster T

may help them with the new vocabulary

Then ask Ss to work in pairs, talking

about the films they would/ wouldn’t like

to see - T may go round to help

- Calls some pairs to practise in front of

the class

4- First, ask Ss to work in pairs, asking

and answering about the films from the

posters

- T may go round to help

- Calls some pairs to practise in front of

the class

5- First, remind Ss of the words phrases

about films Ss may refer to the words and

3 It is about the sinking of the ship Titanic

on its first voyage

4 The main characters are Jack Dawson and Rose Dewitt Buckater Jack saves Rose from killing herself by jumping fromthe ship Although they are from different social class and Rose is already engaged, the two fall in love

5 The ending of Titanic is very sad

6 They say it is a must-see in the 20thcentury

II- Speaking

3- Look at the film posters below Work

in pairs Talk about the films you would/ wouldn’t like to see.

4- Now, ask and answer questions about the films.

Example: A: I want to see War of the Worlds

B: What kind of film is it?

A: It’s a science fictionB: What is it about?

A: It’s about…

5- Hotseating: In groups, choose a student to play the role od a character in any of the films above Brainstorm

phrases they can use to talk about films.

- Ss work in groups; T goes around to

provide support if necessary

3 Homework

- Do exercise part D in workbook

- Prepare: Unit 8- Skill 2

questions you’d like to ask Then interview the student.

Example questions:

- Can you describe your new film in three words?

- Did you enjoy making the film?

- Why should we watch this film?

Period: 67 Unit 8: Films

- Ask Ss to tell about their favourite

actors/ actresses Ask them: Who is your

favourite actor/actress? What does he/she

look like? What are his/her sucessful

films? What awards/ prises has he/she

won?What do critics say about him/her?

2 Activities

LISTENING

1 Ask Ss to read the instruction carefully

and remind them to remember key words

in the statements Play the recording and

ask Ss to correct the statements Then ask

two or three Ss to write their answers on

the board Play the recording again for Ss

to check the answers

2 Ask Ss to read the rubric and study the

questions carefully Ss may work in pairs

to discuss the answers from the

information they have heard in 1

Play the recording again and have Ss

answer the questions as they listen Ss can

share their answers with their partners

Call some Ss to write their answers on the

board

WRITING

3 Ask Ss to make notes about one of their

favourite films Remind them that they do

not have to write full sentences and they

can use abbreviations Then, ask Ss to

share their notes with their partners T

asks some Ss to read aloud

4 Set up the writing activity T reminds Ss

that the first and important thing is always

to think about what they are going to

write In this case, Ss do not have to find

out so many ideas of what they have to

write because they may have made in 3

the following statements.

1 Tom Hanks is Nick’s father’s favourite film star

2 Tom Hanks isn’t a handsome actor

3 Tom Hanks has won two Oscars

2 Listen again Answer the questions below

1 He has won the Oscar for Best Actor twice

2 They say he is one of the best actors in Hollywood

3 He plays the role of a soldier in Saving Private Ryan

4 Because it is one of the best comedies

- Other aspects of the film, the acting, the music, the special effects, the visuals, etc…

- Critics’ reviews, your onerall opinion

4, Write a review of your ffavourite film…

Introduction ( paragraph 1) Body

So T only has to brainstorm Ss for the

language necessary for writing

- Ask Ss to write the draft first Then have

them write their final version in class or at

home

3 Homework

- Write the final version

- Prepare: Unit 8- Looking back

Paragraph 2The plot: What happens in the film? How

is the film?( gripping/ moving/ hilarious) what about the ending?

Period: 68 Unit 8: Films

Lesson 7: Looking back + Project

2 Activities

VOCABULARY

1 Ask Ss to think of as many examples of

different types of films as possible Then

ask some Ss to say out their examples in

front of the class

2 Ask Ss to read the sentences carefully

and decide which types of films the

people are talking about Remind that the

adjectives in the sentences will provide

the context for them to choose the correct

types of films

3, 4: Ask Ss to do individually Check the

results with a partner T gives feed back

GRAMMAR

5, First, ask Ss to do individually Then

ask them to check their answers with a

partner before discussing the answers as a

class Remind Ss to keep a record of their

original answers so that they can use that

information in their Now I can…

statement

Example: Mr Bean is a comedy

“Big Ben Down” is an action

2 It’s a romantic comedy

3 It’s a Sci-fi film

3 Fill in the blanks with -ed or –ing adjectives that are formed from the verbs

in brackets.

1 terrified 2 disappointing

3 annoying 4 satisfied 5 shocking

4 Complete the second sentences…

1 They were excited about the film

2 The film was boring so they left halfwaythrough it

3 We were moved at the ending of the film

4 You’ll be surprised at his new film

5 Lots of people find the way he behaves/ his behaviour confusing

6, First, ask Ss to do the task individually

to number the lines of the dialogue Then

ask them to check their answers with the

whole class After finishing, ask Ss to

practise saying the dialogue with their

partners

Finished!

Finally, ask Ss to complete the

self-assessment Identify any difficulties and

weak areas and provide further practice

PROJECT

1 Ask Ss to read the film posters and

point out what information should be

included in a film poster Then ask Ss to

work in pairs/ groups to discuss the

question in 1 Each Ss may make notes

about the ideas from his/her partner or

other group member

2 Ask each s to choose one of their

favourite films, and design a poster for it

They may use the ideas from the notes for

their task

3 Display Ss’ leaflets on the wall T

choose some of the posters of the film

posters and ask Ss to give comments

* Use words and phrases for different types of films

* distinguish the uses of –ed adjectives and –ing adjectives

* use connectors:

althpugh, despite,

in spite of, however, and nevertheless

* talk about your favourite films

* write a film review

Period: 69 Unit 9: FESTIVALS AROUND THE WORLD

Lesson 1: Getting started – The Festival Project

I Objectives.

By the end of the lesson, Ss can use the lexical items related to the topic “Festivals around the world” and read for specific information about an unusual festival

II Teaching aids:

- Projector, cassette players, disc…

III Procedure

1 Warm up.

- Play games: Solve the crossword below

- Review the previous unit before Ss open

their books by asking them to solve a

crossword puzzle

2 Activities.

T uses some techniques to present some

new words

Checking the understanding by making

sentences with the new words

T shows keys on the projector

New words fascinating (aj) hấp dẫn amazing (aj) đáng ngạc nhiên religious (aj) thuộc tôn giáo firework (n) pháo hoa

1-a: Ss work independently Allow them

to share answers before discussing as a

class T then checks their answers, and

gives explanation if necessary

b- Ss read the conversation again to do

this exercise Ask for Ss’ answers as well

as the explanation for their choices

2 Tell Ss that in the box are some

festivals Ss do this activity in pairs

T plays the recording for Ss to listen,

check and repeat their answers Make

sure that Ss pronounce correctly the name

Seasonal (aj) relate to or happening a

during a period in the year

Religious (aj) connected with religion or

with a particular religion

Superstitious (aj) based on the belief that

make a camp (v) cắm trại

1 Getting started

a Answer the following questions.

1 No, she didn’t because she said “ Oh really?” to show her surprise

2 People light candles and display/ let off fireworks

3 It’s La Tomatina

4 Because to celebrate the festival people

go to the desert, make a camp, and have a party

5 They should write up reports and hand them in to the teacher

b Tick (v) T (true) or F (false).

3 Ghost Day 4 Tet

5 Rock in Rio 6 Christmas

Seasonal: Tet, Water FestivalReligious: Christmas, Easter

particular events happen in a way that

cannot be explained by reason or science

4 Ss work with classmate and compare

their answers T reminds them to follow

the model conversation in the box

5 Organize a competition game for this

activity

3 Homework

-Learn new words and phrases

Prepare A closer look 1

4 Compare your answers with a partner.

Example:

A: I think Rock in Rio and the Cannes Film Festival are music or arts festivals.B: I agree

A: Which do you think are seasonal festival?

B: I think Christmas and Easter How aboutyou?

A: I think Halloween and Ghost day

5 Can you add more festivals to the groups in 3?

Period: 70 Unit 9: FESTIVALS AROUND THE WORLD

Lesson 2: A closer look 1

I Objectives.

By the end of the lesson, Ss can use adverbial phrases correctly and appropriately.The lexical items related to the topic “Festivals around the world” Pronounce two-syllable words with correct stress in isolation and in context

II Teaching aids:

- Projector, cassette player, disc…

in their home village

2 Activities.

VOCABULARY

T uses some techniques to present some

new words

Checking the understanding by making

sentences with the new words

1 a Ss work individually to complete the

table and compare their answers with a

partner

T plays the recording for Ss to check their

answers

b Have them read all the sentences and

guess the part of speech of the word to be

filled in each blank

T comments on and confirms the correct

answers

2 Ss work in groups, Ss do the activity

They choose one activity and take turn to

lengthen their sentences by adding the

activities

I- Vocabulary celebratory (aj) mang tính kỷ niệm parade (n) cuộc diễu hành

carnival (n) ngày hội joyful (aj) vui mừng adopt (v) kế tục pumpkin (n) quả bí ngô

1

a Can you complete the table below with appropriate verbs, nouns and adjectives? Listen and check your answers.

2 In groups, choose a festival Take turns

to say the festival.

3 T explains the rules:

T can give some examples to illustrate

Ss listen and repeat the words

Have Ss read out the words first Then

play the recording

5 Ss do this exercise individually first

then compare their answers with a

In two-syllable words the mark’

represents the stress syllable.

- Most nouns and adjs have two syllables: Stress falls on the first syllable.

- Most verbs have two syllables: Stress falls on the second syllable

Exceptions: the sound / ə /, / i /,…

hardly falling on.

Key:

Stress on 1 st syllable: gather, picture,

artist,lovely, famous

Stress on 2 nd syllable: relax, enjoy, hotel,

describe, rename

4 Circle the word with a different stress pattern from the others Then listen and check.

Key:

1 balloon 2 complete 3 prepare

4 alone 5 tidy

5 Read the following sentences and mark

“ ’ ” the stressed syllable in the underlined words.

1 ‘project

3 Homework

-Learn new words and phrases

Prepare A closer look 2

2 ‘dancers

3 a‘ttend

4 ‘answer

5 ‘music

Period: 71 Unit 9: FESTIVALS AROUND THE WORLD

Lesson 3: A closer look 2

I Objectives.

By the end of the lesson, Ss can review H/ Wh questions and use adverbialphrases

Do exercises

II Teaching aids:

- Projector, cassette player, disc…

Ask Ss to look at the pictures and think

of the information they want to get about

the festival

2 Activities

GRAMMAR

1 Adverbial phrases:

- T explains and gives examples:

+Adverbial phrases made with nouns:

Eg: every year, every day, last year…

+ +Adverbial phrases made with

Grammar:

Look out! An adverbial phrase gives extra information about the time, place, manner, etc of an action Adverbial phrases are made with nouns,

prepositions or infinitives They can be used to answer different questions.

2 Tell Ss that they are going to read

information about the Cannes Film

Festival and complete the table

3 Think about a festival you know in

VietNam

4 Ss do exercise individually, and then

compare their answers with a classmate

Check Ss’ answers and confirm the

correct ones

5 Ss do this activity in pairs Check Ss’

answers and have them role play the

conversation

6 Ss work independently, writing down

the questions

T can call on some Ss to write their

answers on the boards

Other Ss give comments and T give

Type/ question:

When  time Where  place How often  frequency Why  reason

How  manner What  thing

2 Now look at the webpage Complete the table about the festival.

Key:

What? A film festivalWho? By film star,Where? In a city in France

How often? Every yearHow? In a very serious wayWhy? To win the Palme Do’r

4 Join the questions to the types of answers

Key: who  person Why  reason

Which  whole sentence

……

5 Phuong is doing an interview for VTV.

6 Now make questions for the underlined parts.

7 Ss work in groups One student thinks

of any festival he/she likes Other Ss ask

questions about the festival to find out

what festival it is Remember to use

H/Wh-questions and adverbial phrases

3 Homework

- Do exercise part A, B workbook

Prepare: Communication

Key:

1.Where did you buy this T- shirt?

2 How often do you go to the music festival?

3 Why did your friends save money?

4 When did you go to the Flower Festival

in Da Lat?

7 Games

Example:

A: Where is the festival held?

B: In the USA and some other countries in the world

C: When do people celebrate it?

II Teaching aids:

- Projector, cassette player, disc…

III Procedure

1 Warm up

- T asks Ss to tell some festivals in their

home village

- Make some questions about festivals

2 Activities

- Pre- teach vocabulary

- First, teacher uses some techniques to

present new words Then have Ss read the

new vocabulary after the teacher

Check the understanding: Make sentences

with the new words

1 Ss look at the picture and discuss the

questions in pairs

2 Play the recording Ss listen carefully

and check their answer to 1 Then T gives

the correct answers

3 Ss work in pairs to decide if the

statements are true or false

I- Extra vocabulary.

thanksgiving: (n) lễ tạ ơn chúa

stuffing: (n) lông vũ, gối ôm

feast: (n) bữa tiệc

gravy: (n) nước sốt thịt cranberry: (n) quả man việt quất

II- Practice 1: Look at the animal below Discuss the following questions with a partner.

2 Now listen and check your answers

3 In pairs, write true (T) or false (F) for the following sentence.

Key:

1 F ( It’s also held in Canada)

2 F ( It’s celebrated on the fourth Thursday of November and in Canada it’s celebrated on the second Monday of October

4 Ss work in pairs Imagine that one of

them is a student from the US and the

other is from Phu Yen, Viet Nam Explain

that the only the Ss from Viet Nam read

the information on page 35

T calls some pairs to act out the

Ask and answer about Thanksgiving and Hoi Mua, a harvest festival in Phu Yen.

Period: 73 Unit 9: FESTIVALS AROUND THE WORLD

II Teaching aids:

- Projector, cassette player, disc…

III Procedure

1 Warm up

- In pairs, look at the picture below They

are all from the La Tomatina festival in

Spain Put them in the order you think

I New words.

greasy (aj) vấy mỡ, dính mỡ